Thinking with Bevereley Skeggs - Stockholms universitet

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lower class affiliation. That Abraham locates this evaluation (i.e.of people based on lack of higher education) in Europe indicatesthat he knows that an absence of higher education is not beingequally interpreted and devalued everywhere. For example, inthe Middle East, where his parents grew up, it is possible to reachvalued social positions without education through, for example,small entrepreneurship.When Abraham talks about taking a degree even if he willnot need it for his future business it can then be seen as anawareness that being in charge of a small restaurant will not givehim a position of status in Swedish society. Nor will it hinderworking-/underclass inscriptions. Rather his statement showsan awareness that higher education is somewhat an imperativeif he wants to avoid ‘lower strata ascriptions’ in the Swedishcontext, which is the nation where he places his future.So, Abraham’s considerations can be read as narrative aboutexperienced social classification practices related to place,looks and education, as well as experienced difficulties inescaping these practices. When he simultaneously supportsthe idea of an education and the company he is not onlytelling me about aspirations and (potential) life choices, butalso trying to position himself on the scale of judgement wecall class. When he says that he “in any case”, irrespectiveof future occupation, “wants an education to fall back on”, itcan be understood as a kind of response to devaluating classinscriptions. Putting forward the accumulation of educationalcapital can be understood as an attempt to communicate avalued social position. It can thereby be understood as anattempt to combat the examined classification practices and todefeat the discussed ‘sticky’ signs – or at least compensate forthe devaluation that comes with them.This intersection between place, looks and education inascribing people class positions calls for more attention to howthese ascriptions affect life choices and social identifications.92
ReferencesAndersson, Åsa (2003), Inte samma lika. Identifikationer hos tonårsflickor ien multietnisk stadsdel, Eslöv: B. Östlings bokförlag Symposion, 2003, Diss.(Stehag: Symposion).Boli, John (1989), New Citizens for a New Society: The Institutional Origins ofMass Schooling in Sweden (Oxford: Pergamon).Bourdieu, Pierre (1967), ‘Systems of Education and Systems of Thought’,International Social Science Journal, Vol. 19, No. 3: 338–58.Leon Rosales, Réne (2007), ‘Vad vill du bli när du blir stor?’, in Gösta Arvaston& Billy Ehn (eds.), Kulturnavigering i skolan (Lund: Gleerups).Molina, Irene (2005), ‘Koloniala kartografier av nation och förort’,in Paulina de los Reyes and Lena Martinsson (eds.), Olikhetensparadigm – intersektionella perspektiv på o(jäm)likhetsskapande (Lund:Studentlitteratur).Pripp, Oscar (2001), Företagande i minoritet. Om etnicitet, strategieroch resurser bland assyrier och syrianer i Södertälje, Diss. (Botkyrka:Mångkulturellt centrum).Rabo, Annika (1992), ‘The Value of Education in Jordan and Syria’, inGudrun Dahl and Annika Rabo (eds.), Kam-ap or Take-off: Local Notions ofDevelopment (Stockholm: Socialantroplologiska institutionen, Stockholmsuniversitet; Almqvist & Wiksell International), 99–122.Runfors, Ann (1993), ‘För barnens bästa’. Lärarperspektiv påandraspråksinlärning (Botkyrka: Mångkulturellt centrum).—— (2003), Mångfald, motsägelser och marginaliseringar. En studie av hurinvandrarskap formas i skolan, Diss. (Stockholm: Prisma).—— (2006), ‘Fostran till frihet? Värdeladdade visioner, positionerade praktikeroch diskriminerande ordningar’, in Lena Sawyer and Masoud Kamali (eds.),Utbildningens dilemma: demokratiska ideal och andrafierande praxis, Rapportfrån utredningen om makt, integration och strukturell diskriminering, SOU2005:40 (Stockholm: Fritzes).—— (2007), ‘Lära sig sin plats’, in Gösta Arvaston & Billy Ehn (eds.),Kulturnavigering i skolan (Lund: Gleerups).93
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Thinking with Beverley Skeggseditor
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792129394965758395104InnehållIntro
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anybody Professor Beverley Skeggs g
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2007). Drawing on Hearn (2007), emo
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of masculinity, car design and tech
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Skoda as I am, my company car, and
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Dag: … an occasion when speeding
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driving. When driving a car, emotio
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Renewing Class Theory?Exploitation,
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To do this, Skeggs critically appro
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Culture and ExploitationThe central
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Perhaps the increased differentiati
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A Focus on Victims of Crimein Socia
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on social rights, public responsibi
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is embracing the core values of neo
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is replaced with moralism. This app
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Estrada, P. (2001), ‘Juvinile Vio
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The Production of BodiesThaïs Mach
Page 41 and 42: production of bodies and physical a
Page 43 and 44: the harmonious mixture of Africans,
Page 45 and 46: show the time and effort put into t
Page 47 and 48: inspired me to extend my sample of
Page 49 and 50: Emotional Archives and BodyPolitics
Page 51 and 52: gave hope that it would be possible
Page 53 and 54: to sample words, wordings and phras
Page 55 and 56: her abilities’. Her doctors had h
Page 57 and 58: individual, but it also seems that
Page 59 and 60: with the changes that eventually ca
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Page 63: Psychosurgery in Sweden 1944-1958 (
Page 66 and 67: Despite this new and growing intere
Page 68 and 69: Rachel’s life storyWhen consideri
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Page 72 and 73: It is often explained that it is on
Page 75 and 76: Thoughts on Being a RespectableHomo
Page 77 and 78: This is also stressed in the OED’
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Page 83 and 84: In Dialogue with Devaluation:Young
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Page 87 and 88: Returning then to the often-posed q
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Page 101 and 102: With the help of politics of emotio
Page 103 and 104: Wise, A. & Velayutham, S. (2006),
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